By Michael Gray (auth.)
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Additional info for Contemporary Debates in Holocaust Education
The Romani Genocide and Holocaust Education in Romania’, Intercultural Education, 24, 1–2, 61–78, p. 61. 70. 0005 Contemporary Debates in Holocaust Education Kelso, ‘And Roma were Victims too’, p. 67. Kelso, ‘And Roma were Victims too’, p. 70. Kelso, ‘And Roma were Victims too’, p. 67. Gray, M. (2013) ‘Exploring Pupil Perceptions of Jews, Jewish Identity and the Holocaust’, Journal of Modern Jewish Studies 12: 3, p. 11. Schweber, S.
This reluctance to engage with either the associated historical debates or the teaching of the Holocaust is inexorably linked to national histories and contemporary political agendas. Gross and Stevick wrote: Today the teaching of the Holocaust is bound up with the histories of the societies in which it is taught; with questions of global politics and power, of religious and ideological perspectives, of guilt, responsibility, and victimhood, with national narratives of heroism and suffering, and of identity itself.
2010) ‘Creating Effective Holocaust Education Programmes for Government Schools with Large Muslim Populations in Sydney’, Prospects 40: 1, 75–91, p. 81. Rutland, ‘Creating Effective’, p. 82. ’, p. 125. ’, p. 126. Haut Conseil à l’intégration, Les défis de l’intégration à l’école, pp. 93–95. Jikeli, G. (2013) ‘Perceptions of the Holocaust among Young Muslims in Berlin, Paris and London’, in Jikeli, G. and Allouche-Benayoun, J. (Eds) Perceptions of the Holocaust in Europe and Muslim Communities, Muslims in Global Societies Series, (New York: Springer), 105–131, pp.